| 摘要: | 研究期間：10108~10207;Based on the results of TIMSS and PISA records, Taiwan’s problem in mathematics education is subtly revealed. Students who perform well in math tests in school showed little interests in the use value of mathematics. To explore the paradoxical phenomenon, this study takes an alternative perspective. Rather than having the students to get an optimal amount of exercise in math problems, the goal of this proposal is to have them pose problems which are rooted from their knowledge-in-the-practice. In this way, they may have more sense of ownership for the problems generated by them, and therein lay their higher interests in math activities. This proposal differs from previous literature in problem posing. By setting more conditions for posing problems, much research focuses on how accurate the students use the formal symbolism to form their problems, how many problems or how different kinds of problems were generated. Instead, our focus is on how they recognize the formal symbolism as representing a range of problem situations in their everyday life experiences. By providing a much freer problem posing situation, we allow students to naturally ask questions and pose problems instead of making them spit out textbook-related math practices. Also, this proposal differs from previous literature in the study of ownership. From an acquisition paradigm, the student’s work is viewed as their individual property. Peer evaluation activities may jeopardize the sense of ownership of the initiator. However, taking a different perspective, this study considers the structuring resources for learning. Peer and cultural artifacts are all available for collaborative learning. Incorporating all revised items from individual item bank of the whole class, the class item bank is accomplished. Students will be able to experience both the individual ownership and group ownership. This proposal will make two main contributions. First, by conducting ownership raising activity, we penetrate deeply into the possible tensions between collaboration and peer commenting and editing. It examines the different assumptions of learning between acquisition and social construction paradigms. Secondly, besides the primary goal in math performance, we intentionally pursue a balance between the affective and the cognitive aspects of math learning. |
